Networks of people in interaction are essential building blocks of sociality. The study of social
networks has long been a central concern of demography, epidemiology and sociology; while in
economics, political science and anthropology the concern has never been as central, but recent
work has produced increasing interest. As all of these fields have converged on a common
language and set of tools, it has become possible to conceive of a kind of interdisciplinarity that
transcends disciplinary special pleading (e.g. “economics imperialism” and many forms of
“political economy”). This course seeks to develop familiarity with the basic language and
methods of modern network analysis, and its application to a range of topics, among them:
spread of epidemic disease; spread of fads; immigration; trade across cultural boundaries; and job
search.

Capstone courses. This course is a senior seminar for the Murphy Institute. 1) Prerequisites. In
addition to the exposure to a broad range of perspectives in the Murphy core courses, I will
presume familiarity with microeconomics at the intermediate level (i.e. Economics 3010) and a
level of familiarity (and comfort) with formal and statistical analysis at the same level. 2)
Participation. This course will be run as a seminar which means attendance and active
participation are mandatory. I will expect all members of the seminar to have read, and be
prepared to discuss, all the assigned readings before the date on which we discuss them. To aid
us in preparation for a given topic, I will assign weekly homework that will take a number of
forms either of two forms: exercises from the text; and or reaction papers.

Evaluation: Your performance in this course will be evaluated on the basis of 10 weekly
assignments (worth 10 points each) and 1 term paper (worth 100 points each). To receive an A,
you must earn at least 90 percent of the points available. 20% of your final marks will be
determined by your participation. To pass the course you must earn at least 60 percent of the
points available. Grades between these limits will be determined on the basis of your
performance relative to that of the class as a whole.

Readings: One sign of the emergence of stable interdisciplinarity is the appearance of texts,
aimed at undergraduates, that seek a genuine synthesis. The core text for the course is one of
these:

Applications. At the end of the syllabus, there is a list of several research areas in which network
techniques have been applied, and a number of readings on each topic. Because the text tends to
focus on the main lines of theoretical argument, we will try to draw on some of these areas to
provide additional course content. In addition, these may provide a starting point for possible
paper topics.

Homework. The syllabus that follows this course description lists the reading that you are
expected to have done for the lecture on the listed date. In the first half of the course, for each
date, in addition to the reading, the syllabus lists several homework problems and/or reaction
papers. Homework is due on or before the first class in which that material is discussed. Late
homework will not be accepted, and will receive a score of 0. The percent of total available
homework credit will be taken as your homework score. For example, if you answer 90% of the
homework questions correctly, your homework score is 90.

Reaction papers. A reaction paper is a short paper discussing some aspect of the relevant
reading, it is not a book report. In the reaction paper you must explicitly discuss the relevant
reading and evaluate some central aspect of its discussion. Note: “evaluate” means that you must
identify some central aspect of the books analysis, explain why you think this aspect is
interesting/important, and present your evaluation of the author’s position (note that you must
make an argument, simply asserting your agreement or disagreement will not be sufficient for a
passing grade). The reaction papers are due in class on the first date scheduled for discussion
of the readings (see syllabus), late papers will not be accepted and will earn a grade of zero.

Research papers. Every member of the seminar is required to produce a research paper applying
social network analysis. These papers must be original work, plagiarism will not be tolerated.
Broadly speaking, I expect papers in the 15 page range. To ensure that topics are well-established and suitable for the course, I require a proposal due no later than the fifth meeting of
the course (25 February). Late proposals will result in a 10 point penalty to be assessed on the
paper’s final score. Research papers are due at the last regular meeting of the course (last day of
class, 29 April). Late papers will not be accepted, and will earn a score of 0 points.

I am aware that Tulane students are able to read a standard university syllabus and determine the
content of the course and its relation to the major and the individual student’s course of study.
However, the administration of Tulane University, along with the Southern Association of
Colleges and Schools (SACS–which “accredits” primary and secondary schools as well as all
varieties of 2 and 4 year undergraduate programs [with very little in the way of adjustment in
rubrics, metrics, etc.]), has determined that you require additional information. I collect this
material in a separate section so that you can refer to it, or discard it, as you consider appropriate.

STUDENT OBJECTIVES/OUTCOMES: By the end of the course, the student should be able
to think, speak, and write fluently and competently about the ideas and issues covered in the
course (as reflected in the course description and the syllabus). The student should have a solid
understanding of the social, political, economic, and philosophical significance of ideas and
concepts in the analysis of social networks and they should be familiar with major ideas and
theories regarding explanations, interpretations, applications, and criticisms of work on social
networks. The student should be able to formulate critical views concerning these issues and
respond fluently and competently to questions concerning these views.

1. Students will be able to identify and recognize major themes, ideas, and concepts.

2. Students will analyze, interpret, and discuss these ideas in a scholarly and coherent manner.

3. Students will construct, formulate, and develop creative and critical scholarly assessments.

4. Students will appraise, evaluate, and appreciate the values and consequences of these ideas.

○ Watts, Duncan J. (2003). “Epidemics and Failures”. Chapter 6 in
Six Degrees : The Science of a Connected Age. New York: Norton.

○ Watts, Duncan J. (1999). “The Spread of Infectious Disease in
Structured Populations”. Chapter 6 in Small Worlds: The Dynamics of
Networks between Order and Randomness. Princeton, N.J.: Princeton
University Press.

○ G. Hugo (1981). “Village-Community Ties, Village Norms, and
Ethnic and Social Networks: A Review of the Evidence from the
Third World”. in G. DeJong and R. Gardner, eds. Migration Decision
Making: Multidisciplinary Approaches to Microlevel Studies in
Developed and Developing Countries. New York: Pergamon Press,
pp. 186-225.

○ Ostrom, Elinor and T.K. Ahn (2009). “The Meaning of Social
Capital and Its Link to Collective Action,” in G. T. Svendsen and G.
L. H. Svendseneds, Handbook of Social Capital: The Troika of
Sociology, Political Science and Economics. Northampton: Edward
Elgar, 17–35.